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T O P I C : Differentiated Instruction Martha presents the case: I am teaching three sections of "regular" seventh-grade English and Reading. In each of my classes, there are approximately one-third low achievers (Basic), one-third medium achievers (Regular), and one-third high achievers (Advanced.) My Pathwise observer has noted that I need to provide more "differentiated instruction" for my students. I completely agree that we should always try our best to teach each individual student to their aptitude! My own experience as an elementary school student was positive intellectually and socially because I was consistently taught to my aptitude. Although I believe in "differentiated instruction," I am struggling with the practical challenges of providing three tiers of difficulty and complexity to my students when they are wry enough to see right through my strategies. It is awkward to distribute three different levels of worksheets. The students compare their handouts with each other. It is awkward to pull individual students aside and give them differentiated verbal instructions. My advanced students roll their eyes heavenward when I give them extended work. They express that they feel like they are being punished for doing so well. "Can’t I just read my book? I finished the assignment." Here’s what I have done so far. Table teams in my classroom have low, medium, and high students working together. Low students receive extra attention from me both before and after school (!! Here is another issue — differentiated instruction DURING contract hours please???); and both low and regular students have special meeting times and activities during study hall to address specific areas in which they are struggling (spelling, reading comprehension, vocabulary, etc.) What are you doing to invigorate your advanced students and modify coursework for your lower students? When are you accommodating them? How do you differentiate when everyone is in the classroom together? What is your response to the suggestion, “You need to provide more differentiated instruction during the class period"? I will appreciate any comments and suggestions you’d like to share! Posted October 9, 2008
 R E S P O N S E : Do the Opposite Stephanie Stidham writes: I completely understand your students' frustrations when given extra work! I would try approaching this from the opposite direction. Instead of giving an assignment, and then encouraging your high achieving students to go beyond your instructions, do the opposite! Give instructions for the maximum assignment, then go up to Johnny and say, "Johnny, I know I asked for three paragraphs, but if you can get me two at home tonight, that will be fine." This way, no one feels punished with extra work, your high achieving students will understand when Johnny gets modified instructions, and who knows? The students may surprise you and perform up to your highest standards! Worth a try, right? Posted November 12, 2008
R E S P O N S E : Tailor Assignments Katy Henry writes: Have you thought about tailoring your assignments more toward teamwork in the sense that the higher functioning students should be able to help the lower functioning students? You already have them teamed together at their tables; now just take advantage of it! Maybe say something like, "Now we are going to work on our assignment. We'll be doing it in class, so I want each member of the table team to have a certain duty in this assignment." You could give each student certain things to do in order for the group to complete the assignment so that you know that there is not one student in every group doing all of the work. They can work together and teach each other, and you can just walk around and monitor their progress. Also, you could give them more choice on some of the more difficult assignments. For example, you can have a list of different possible assignments that can be complete with some being better suited for high functioning students and others being better for students who struggle. This way, they can choose the assignment that they think they can handle, and they might respond very well to this choice. If you have high functioning students who consistently choose projects that are for too easy for them, you might conference with them alone and explain that you expect them to start choosing the more difficult options. However, if you have low functioning students who consistently choose difficult assignments, then you will be there to help them if they need it. I think this choice thing might work! Good luck! Posted November 17, 2008
E-mail your suggestions and comments to fbowles@uark.edu 
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